SMSC Audit: Please Complete This with Your Department
Please put the titles of lessons or activities from your Scheme of Work which fit each section, and return by …...
Name of Department/Class/Teacher:
Spiritual Examples: beliefs, religious or not, showing interest and respect for people’s values and feelings; sense of enjoyment in learning about themselves, others and the world; use of imagination and creativity; reflecting on key questions of meaning and truth; creative and expressive arts related to the human and natural sciences; valuing relationships, developing a sense of belonging; developing their own views and ideas on religious and spiritual issues; teaching encourages ‘why’, ‘how’, and ‘where’ as well as ‘what’. / Moral Examples: right and wrong; moral conflict; a concern for others; willing to do what is right; reflect on the consequences of their actions and learn how to forgive themselves and others. They develop the knowledge, skills, make responsible moral decisions. / Social Examples: the responsibilities, rights of being members of families and communities (local, national and global); ability to relate to others including a range of religious, ethnic and socio-economic backgrounds; to work with others for the common good; belonging and participating; active contribution to the democratic process, communities. / Cultural Examples: cultural traditions, respect for their own culture and that of others, an interest in differences, understand, appreciate and contribute to culture; willingness to participate and respond to eg artistic, musical, sporting, mathematical, technological, scientific and cultural opportunities; respect diversity
Overall effectiveness: grade descriptors Ofsted 2011
Outstanding (1) / The school’s practice consistently reflects the highest aspirations for pupils and expectations of staff. It ensures that best practice is spread effectively in a drive for continuous improvement. Teaching is likely to be outstanding and together with a rich curriculum, which is highly relevant to pupils’ needs, it contributes to outstanding learning and achievement or, in exceptional circumstances, achievement that is good and rapidly improving. Other principal aspects of the school’s work are good or outstanding. The school’s thoughtful and wide ranging promotion of the pupils’ spiritual, moral, social and cultural development enables them to thrive in a supportive, highly cohesive learning community. Consequently, pupils and groups of pupils have excellent experiences at school, ensuring that they are very well equipped for the next stage of their education, training or employment.Good
(2) / The school takes effective action to enable most pupils to reach their potential. Pupils benefit from teaching that is at least good. This promotes very positive attitudes to learning and ensures that achievement is at least good. Leadership and management play a significant role in this and are good overall. Behaviour and safety are strong features. Deliberate and effective action is taken to create a cohesive learning community by promoting the pupils’ spiritual, moral, social and cultural development. A positive climate for learning exists and pupils and groups of pupils have highly positive experiences at school so that they are well prepared for the next stage in their education, training or employment.
Satisfactory
(3) / Achievement, behaviour and safety, the quality of teaching and learning and leadership and management are all likely to be at least satisfactory with some significant good practice. In addition, the school takes reasonable steps to promote pupils’ spiritual, moral, social and cultural development, enabling them to develop the skills and personal qualities needed to work together in a generally cohesive learning community. As a result, pupils and groups of pupils have a generally positive experience at school and are not disadvantaged as they move to the next stage of their education, training or employment.
Inadequate
(4) / Overall effectiveness is likely to be inadequate[1] if any of the following apply.
Achievement is inadequate.
The quality of teaching is inadequate.
Behaviour and safety are inadequate.
Leadership and management are inadequate.
There are important weaknesses in the school’s promotion of pupils’ spiritual, moral, social and cultural development resulting in a poor climate for learning and an incohesive school community where pupils or groups of pupils are unable to thrive.
Please note that judging one aspect of the school’s work as inadequate does not automatically mean that the school’s capacity for improvement is inadequate.
[1] If overall effectiveness is judged to be inadequate, separate guidance is given in Conducting the inspection on allocating a category of concern.